DTT1: Race, Systemic Racism, Critical Literacies (Two-Day Event)
This is a teach-in/ work-in session in which our intention is to move beyond another one day gathering to simply discuss racism, antiracism, and the individual and collective work of all present. Together, we will frame our research/ pedagogy/ community work with intersectionality as “method, disposition, heuristic, and analytic tool” that challenges neoliberalist notions of diversity, equity, and inclusivity. We will keep our activist focus on racism and white settler colonialism as constituted by and constitutive of xenophobia, sexism, misogyny, transphobia, and homophobia as deep structures and western logics rather than unfortunate, historical events or individual acts of meanness, violence, or injustice. Critical literacies and community-based literacy and language work is not just uniquely situated to do this work, but that they bear a clear accountability to activate anti-racism and intersectionality in the face of the deep structures and western logics that annihilate people’s present and future. It is this responsibility that underscores the real urgency of making anti-racism and disruptions of white settler colonial logics through intersectional analysis the center of the work of teachers, literacy and language activists, and administrators that deals with the racial realities in our everyday and not the postracial fantasies and anti-racist futures that let us off the hook for doing something about racism and white settler colonialism right now.
To guide our shared work for the two-day workshop we respectfully require that everyone attending this workshop participate in both days. We also respectfully require that all attendees will read the texts we have selected to inform and shape our conversation. Finally, in the spirit of a “teach-in and work-in” we respectfully require that all attendees will commit to participating in the work of the session not just within the time we will gather at the Conference on Community Writing, but in working groups that will be built around four strands – pedagogy, institutional, research, and discipline/field – that will first organize themselves in the Deep Think Tank at CCW and begin co-creating projects that will do the work to address anti-racism and intersectionality in literacy and language work moving forward.
DTT2: Circulation and Ecologies
The Circulation and Ecologies DeepThink Tank will explore how circulation–the flow of discourse, ideas, affects, bodies, and artifacts–assembles, organizes, and galvanizes community action on local and national scales. This session will begin with a panel discussion in which 6 leading scholars in circulation studies share their own scholarly and/or pedagogical experiences with circulation theory, identifying key concepts that are important for community writing such as publics, affect, assemblage, contagion, and agency. To help gain a sense of how discourse circulates and activates community, participants will then break into groups and work through an activity to help discover for themselves how circulation and community become entangled. The goal of the activity is to model how to recognize and engage circulation as part of community building. After debriefing on this activity, think tank leaders will guide participants through a brainstorming activity in which participants will develop fresh ideas for bringing circulation to the forefront of our studies, pedagogies, and/or community actions.
Through these activities, participants can expect to think through the following questions:
- How does circulation constitute community in complex and diverse ways?
- How can rhetorical engagement and success be redefined from the ecological perspective of circulation?
- How does one catalyze, alter, or block circulation for the betterment of community?
- What makes circulating elements accelerate and decelerate within a community ecology?
- How can circulation methodologies bring to light community activities that encourage or discourage revitalization?
DTT3: Feminisms, Activism, and Community Writing
In some ways, calling this session a “deep think tank” is a misnomer. The feminist educator writer scholar community leaders who compose this group are dedicated to activist praxes of divers kinds. Our session is a standing invitation to everyone at the Conference on Community Writing to help build resources that can increase our collective capacity for feminist action with and through writing in the communities to which we belong.
We will use our time to do the following:
- Name present exigences for feminist activism within and across the places we dwell;
- Identify ways we can triangulate feminisms, activism, and community writing to meet pressing needs;
- Create artifacts that capture our conversations and represent the resources we can continue to offer each other.
After preliminary discussion, we will work collaboratively to make things such as declarations of purpose, concept maps of praxes, manifestos of best practice, and protocols for documenting activities through inquiry and archiving.
Send preliminary queries to DTT organizer Jenn Fishman (jennfishman.phd at gmail dot com).
DTT4: Environmental / Food Justice and Communication
The Environmental/Food Justice and Communication DeepThink Tank will use the concept of reciprocity as an organizing principle to create a dialogue that will allow participants to refine their understanding of the various partners that comprise community projects: nonprofit organizations, academic institutions, community groups, people, and the material landscapes–including the plant and animal inhabitants–in which these projects take place. The dialogue intends to support the development of an array of environmental justice and food justice community and research projects that are more deeply rooted in reciprocity by providing a space for participants to learn about a range of models, to share their ideas, and to build resources in the form of a journal article and working bibliography. Participants new to environmental and food justice will leave with ideas for their own ways to develop reciprocal projects that involve community-based research, and participants already involved in this work will leave with deeper understandings of reciprocity in their projects and research.Four of our opening questions will be: To what extent and how are community-based research and scholarship projects reciprocal? How do we attempt to develop reciprocity? What barriers do we face? How do we work to address these barriers? Discussion leaders will address these questions in relationship to their own projects, which include trail restoration, cross-cultural communication, and community-building; hunger relief and the arts; environmental health, policy, and communication; and writing projects in public school gardens. After discussion leaders describe their projects, participants will be invited to share their work.
Depending on the number and interests of the participants, we will create break-out groups to focus on topics such as environmental clean-ups, partnerships with schools and community organizations, trail restoration, homelessness, food justice, public participation in science, and environmental health. Each group will address the following:
- What are academics doing for research and does this research contribute to nonprofits’ mission? What kind of research by academics would help nonprofits move further in their organizations and projects?
- How are nonprofits contributing to research? What kinds of research do nonprofit partners do? Does it inform how academics engage these projects?
- Are there ways nonprofits see academic research moving from academic journals to their worlds?
- Are there ways academics can provide space for and invite the voice of nonprofits into their journals/conferences?
- How does seeing the reciprocal nature of research relate to our work as academics and to the work of community partners?
- Whose responsibility is it to “translate” or code switch the work?
- Whose responsibility is it to initiate questions for research or the process of even developing questions?
To document our exploration of our primary questions, to continue the dialogue beyond the Think Tank, and to create resources, we will conclude with a work session devoted to brainstorming ideas and organizing next steps for co-writing a public bibliography and an article or special issue for the Community Literacy Journal, perhaps based on the presenters’ talks and the attendees responses to those talks.
Race, Systemic Racism, Critical Literacies facilitators
Steven Alvarez is assistant professor of English and director of the First-Year Writing Program at St. John’s University. He specializes in literacy studies and bilingual education with a focus on Mexican immigrant communities. He teaches courses ranging from autobiographical writing, ethnographic methods, visual rhetoric, and “taco literacy,” a course exploring the foodways of Mexican immigrants in the United States. He recently completed a book manuscript titled Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (State University of New York Press). The project is an ethnographic study about how English language acquisition and literacy transformed family relations and structured educational ambitions within a specific Spanish-dominant urban immigrant mentoring program in New York City. The program cultivated a sense of community and academic participation closely allied to ethnic identity, encouraging a sense of value for bilingualism as a political tool for—and the everyday reality of—immigrant families. His second book Community Literacies en Confianza: Learning From Bilingual After-School Programs (National Council of Teachers of English) explores two K-12 after-school programs and how to connect educators with communities in meaningful and reciprocal ways. This community literacy research builds on his research in New York City with research in Kentucky and explores the ways teachers can build relationships with emergent bilingual communities outside of school settings.
Dr. April Baker-Bell is a transdisciplinary scholar-activist whose research, teaching, and service make contributions to the fields of Rhetoric and Composition and English Education. The primary goal of her professional work is to provide a pathway to cultural, linguistic, racial, and educational justice for Black students across K-U settings, and by extension, the Black community and other communities of color. In her research, Dr. Baker-Bell strives to present the fields in which she works guidance for rethinking the linguistic and racial deficit theories that underpin and shape our disciplinary discourses, pedagogical practices, and approaches to qualitative inquiry.
Carmen Kynard is associate professor of English at John Jay College of Criminal Justice (CUNY) where she interrogates race and the politics of writing instruction. She has taught high school with the New York City public schools/Coalition of Essential Schools, served as a writing program administrator, and worked as a teacher educator. She has led numerous professional development projects on language, literacy, and learning and has published in Harvard Educational Review, Changing English, College Composition and Communication, College English, Computers and Composition, Reading Research Quarterly, Literacy and Composition Studies and more. Her first book, Vernacular Insurrections: Race, Black Protest, and the New Century in Composition-Literacy Studies won the 2015 James Britton Award and makes Black Freedom a 21st century literacy movement. Her current projects focus on Black female college students’ literacies, Black feminist digital vernaculars, and AfroDigital Humanities learning. Carmen traces her research and teaching at her website, “Education, Liberation, and Black Radical Traditions” (http://carmenkynard.org).
Eric Darnell Pritchard is an assistant professor of English and 2016-2018 Criticism and Interpretive Theory Fellow at the University of Illinois at Urbana-Champaign. Pritchard’s research focuses on the intersections of race, queerness, sexuality, gender and class with historical and contemporary literacy and rhetorical practices, as well as fashion, beauty, and popular culture. His first book, Fashioning Lives: Black Queers and the Politics of Literacy, will be published in December 2016 by Southern Illinois University Press. He is currently at work on multiple new projects including his next book, “Making Themselves from Scratch: Literacy and Social Change through Black Queer Activist Organizations, 1974-1990,” editing “Sartorial Politics, Intersectionality, and Queer Worldmaking,” a special issue of QED: A Journal in GLBTQ Worldmaking, and work on the biography Nothing Is Impossible: The Life and Work of Patrick Kelly.
In addition to these projects, Pritchard’s writings have also appeared in scholarly and popular venues including Literacy in Composition Studies, Palimpsest, Southern Communication Journal, Public Books, Ebony.com, and The Funambulist: Clothing Politics Issue, with forthcoming work in the International Journal of Fashion Studies. His article “For Colored Kids Who Committed Suicide, Our Outrage Isn’t Enough: Queer Youth of Color, Bullying, and the Discursive Limits of Identity and Safety” (Harvard Educational Review) was awarded in 2014 the inaugural “Lavender Rhetorics Award for Excellence in Queer Scholarship” from the Conference on College Composition and Communication (CCCC). He has also received numerous other awards for his scholarship and service including the Visiting Scholar Fellowship from the James Weldon Johnson Institute at Emory University a Scholar-in-Residence Fellowship from the Schomburg Center for Research in Black Culture and National Endowment for the Humanities, and the A. Philip Randolph Award for Community Activism from the Wisconsin Black Student Union.
Circulation and Ecologies facilitators
Laurie Gries (PhD, Syracuse University) is an assistant professor with a joint appointment in the Program for Writing and Rhetoric and the Department of Communication at the University of Colorado Boulder. Her research is invested in visual rhetoric, circulation studies, research methodologies, and the digital humanities. She is particularly interested in how images circulate, transform, and contribute to collective life and is currently developing digital research methods and data visualization techniques to support such research. You can read about such research in Gries’ Still Life with Rhetoric: A New Materialist Approach for Visual Rhetorics, which recently won the 2016 CCCC Research Impact Award and the 2016 CCCC Advancement of Knowledge Award.
Jenny Rice is an Associate Professor of Writing, Rhetoric, and Digital Media (WRD) at the University of Kentucky. Her book, Distant Publics: Development Rhetoric and the Subject of Crisis, is published by University of Pittsburgh Press. Jenny has published scholarship on topics such as public rhetoric, affect, rhetorical ecologies, and new media writing.
Nathaniel A. Rivers is an Associate Professor in the Department of English at Saint Louis University. He earned is Ph.D in Rhetoric and Composition at Purdue University. His primary area of research and teaching is rhetorical theory and composition, with specializations in technical and professional communication, new media and public rhetoric.
His current research addresses the posthuman’s impact on public rhetorics such as environmentalism and locative media. He is at work on a book project currently titled Geocomposition, which describes and reflects upon a pedagogy of rhetoric and composition designed to explore how writing and rhetoric move and how this movement shapes both rhetorical activity and the locations it inhabits. The primary goal of geocomposition is to write on the move in order to compose the multiple layers of public places. Together with Paul Lynch, he edited Thinking with Bruno Latour in Rhetoric and Composition (SIUP 2015), which explores the impact of Bruno Latour on rhetoric and composition. His work has appeared in journals such as Rhetoric Society Quarterly, College Composition and Communication, Technical Communication Quarterly, College English, enculturation, Kairos, and Journal of Technical Writing and Communication.
Kristen Seas Trader is an assistant professor in the Professional Writing and Publishing program at University of Wisconsin-Whitewater where she teaches courses in digital writing, technical writing, and rhetorical theory. Her scholarship has primarily focused on the intersection of complex network theory and rhetorical concepts such as enthymeme and identification to further a post-humanist, ecological approach to studying discursive practices. Her work has been published in JAC, Rhetoric Review, and WPA Journal, as well as in Ecology, Writing Theory, and New Media in which she argues for taking up the perspective of epidemiology to understand rhetorical success as matter of social contagion.
Michele Simmons is an associate professor in the English Department and a faculty affiliate with the Institute for the Environment and Sustainability at Miami University. Her research focuses on civic engagement, most recently in urban revitalization, and the methodologies for studying and building sustainable infrastructures for engagement. She teaches community-based writing courses in the undergraduate Professional Writing program as well as Public Rhetoric and Research Methods in the graduate Composition and Rhetoric program. She serves on the advisory board for the Ohio Environmental Council as well as for 17Strong, an initiative of the City of Hamilton City Council to engage residents within their own neighborhoods and to build productive connections across the 17 neighborhoods in Hamilton through a citizen-led micro-grant program.
She is the author of Participation and Power: Civic Discourse in Environmental Policy (SUNY 2007). Her recent book chapter, co-authored with Patricia Sullivan and Kristen Moore, Tracing Uncertainties: Methodologies of a Door Closer (2015), examines how posthuman and ecological methodologies can bring to light spaces for social change in complex, messy research sites in our communities.
John Tinnell is Assistant Professor of English at the University of Colorado Denver. His forthcoming book, Actionable Media (Oxford UP), theorizes a new wave of digital communication emerging in the wake of ubiquitous computing. With Sean Morey, he has co-edited the collection Augmented Reality: Innovative Perspectives across Art, Industry, and Academia (Parlor Press, 2017). His most recent journal articles on digital rhetoric, media theory, and writing pedagogy have appeared in Convergence, Computers and Composition, Computational Culture, and Reflections.
Feminisms, Activism, and Community Writing facilitators
Jenn Fishman, Associate Professor of English at Marquette University, teaches courses in rhetoric and composition/writing studies and directs First-Year English. Her scholarship includes special issues of CCC Online and Peitho, REx 1, and “Performing Writing, Performing Literacy,” which received the Richard C. Braddock Award for Outstanding Article on Writing or the Teaching of Writing. Her grant-supported work includes Kenyon Writes and the Undergraduate Research Impact Project (with Jane Greer and Dominic DelliCarpini). She has served as President of the Coalition of Feminist Scholars in the History of Rhetoric and Composition, Co-Chair of the CCCC Committee on Undergraduate Research, and a proud member of the task force that revised the CCCC Statement on Community-Engaged Projects in Rhetoric and Composition.
Heather Branstetter completed her PhD in Writing and Rhetoric at the University of North Carolina. After teaching as a Visiting Assistant Professor at Wake Forest and then as Assistant Professor at Virginia Military Institute, Branstetter returned to her hometown in rural northern Idaho to finish a book about her community’s acceptance of sex work as an illegal yet legitimized profession in the history of the local mining community from 1884-1991. An article featuring this research and its methodology appeared in Rhetoric Society Quarterly last year. For the trade book, Selling Sex in the Silver Valley: A Business Doing Pleasure (May 2017), Branstetter collaborated with local museums and interviewed 99 research participants. Currently, Branstetter is the Executive Director of the Historic Wallace Preservation Society, serves on the Wallace City Council, and is the new K-12 counselor at a nearby public school district, where there are a total of 102 students enrolled.
Erin Krampetz specializes in new models of higher education for preparing the next generation of social entrepreneurs and changemakers. Erin serves on the board of WatsonU and the Amani Institute, which offer an undergraduate degree and post-graduate certificate in social innovation. She teaches a master course on ‘Creating and Managing a Social Venture.’ As co-founder and former director of Ashoka U, Erin has consulted with more than 400 colleges and universities across 30 countries on their social entrepreneurship curriculum and programs. Erin is currently studying the professional culinary arts, with a Farm-to-Table specialization, at the International Culinary Center in Campbell, California. She plans on bringing together her experience with diverse social change methodologies and entrepreneurial approaches to the food system.
Sagashus T. Levingston was born in Chicago and raised in the area now known as Bronzeville, but known before gentrification as the Low End. She holds a bachelor’s in English Literature from the University of Illinois at Chicago and has been attending graduate school at the University of Wisconsin-Madison. There she earned a master’s in Afro-American Studies and is currently a PhD Candidate in the Department of English. Her dissertation is titled “Infamous Mothers: Bad Moms Doing Extraordinary Things.” While her research focuses primarily on literature, it is informed by theory and criticism from rhetoric, motherhood studies and black feminism. Her coffee table book, simply titled Infamous Mothers, is inspired by this work and so is Infamous Mothers, LLC, a social enterprise where Sagashus offers personal and professional development training meant to empower women who mother from the margins of our society. She also delivers programming to the organizations and professionals that make an impact on these women’s lives. Sagashus is a proud button-wearing member of the Doyenne Group, Inc. located in Madison, WI. She also sits on the WWBIC South Central Ambassadorial Advisory Committee. As the proud mother of six children—three boys and three girls, and partner of Tosumba, she and her family live in Madison, WI.
Tessa Zimmerman is the first graduate of Watson University’s degree program, a higher education model for the next generation social entrepreneurs. As someone who grew up with severe anxiety in the classroom, Tessa is on a mission is to cure the epidemic of stress in high school students. She is the Founder and Executive Director of ASSET Education, a nonprofit organization, that trains and equips teachers with a curriculum of coping mechanisms. ASSET currently serves teachers and students from 11 different public and charter schools in Denver. Tessa is the author of I Am Tessa, a book that is a blend of short, personal stories of growing up with anxiety and the tools to help young people thrive.
Environmental / Food Justice and Communication facilitators
Laurie Grobman is a Professor of English and Women’s Studies at Penn State Berks. Laurie’s teaching, research, and service centers on community writing, multicultural education, and social and racial justice. Primary among this work is the facilitation of community-based undergraduate research projects to (re)write local histories of marginalized ethnic, racial, socioeconomic and cultural communities in Berks County and the city of Reading in Pennsylvania. Laurie has published several articles on community writing in journals such as College English, College Composition and Communication, Community Literacy Journal, Reflections, and Journal of Public Scholarship in Higher Education. Her most recent co-edited collections are Service Learning and Literary Studies in English (MLA 2015) and Pedagogies of Public Memory: Teaching Writing and Rhetoric at Museums, Archives, and Memorials (Routledge 2015). Laurie was the 2014 Carnegie Foundation for the Advancement of Teaching Outstanding Baccalaureate Colleges Professor of the Year.
For nearly two years, Laurie has been co-facilitating a multi-course and multi-partner community-engaged project to develop a community park and revitalize a segment of an urban trail in Northwest Reading. Brand new to environmental rhetoric, Laurie is guided in these physical and metaphorical spaces by Gloria Anzaldúa’s imaginary geography and the “nepantla perspective, a view from the cracks.” Reading, located about 60 miles NW of Philadelphia, was the seventh poorest city in the US among cities with residents over 65,000 in 2013; it ranked #1 in 2011. The population is 62% Hispanic/Latino; 9% African American, and 26% white (2013 census). In both process and outcome, the project combines several realms of inquiry: environmental rhetoric, environmental racism, cross-cultural communication, community-building, capacity-focused community development, civic agriculture, urban studies, and landscape architecture.
Stephanie Wade is associate professor of writing at Bates College, where she teaching college composition, creative writing, and environmental studies. Her research, which focuses on ecological approaches to literacy, has been published in the Community Literacy Journal. Her most recent community writing projects connect college students and elementary students in school gardens, where they write together and develop ecological community literacies.